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Reflexivity and expansive learning theory in interprofessional workplace learning.

Anders Baerheim1, Ingunn Johanne Ness2

  • 1Department of Global Public Health and Primary Care, University of Bergen, Bergen, Norway.

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Summary
This summary is machine-generated.

This study explores how reflexivity and expansive learning theory interact in interprofessional health student teams. Team reflexivity drives the development of new learning objects by addressing complex contradictions in the workplace.

Keywords:
Interprofessional learningexpansive learning theoryhealth studentsreflexivity

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Area of Science:

  • Health Professions Education
  • Social Sciences
  • Organizational Learning

Background:

  • Interprofessional education (IPE) is crucial for healthcare.
  • Workplace learning presents unique challenges for student teams.
  • Integrating theoretical frameworks can enhance understanding of IPE.

Purpose of the Study:

  • To combine reflexivity theory and expansive learning theory.
  • To elucidate the interaction between these theories in interprofessional student teams.
  • To explore how this interaction facilitates workplace learning.

Main Methods:

  • Theoretical synthesis of reflexivity and expansive learning.
  • Analysis of individual and team reflexivity dynamics.
  • Examination of learning processes within interprofessional student teams.

Main Results:

  • Individual reflexivity can interplay to form team reflexivity.
  • Team reflexivity acts as a catalyst for resolving contradictions.
  • This process stimulates the development of novel learning 'objects'.

Conclusions:

  • Reflexivity and expansive learning are intertwined in IPE.
  • Team reflexivity is key to advancing learning in interprofessional settings.
  • Findings can inform pedagogical design for IPE courses and collaborations.